Self-assessment is increasingly used in higher education as a strategy for both student learning and assessment. This book examines the full range of concerns about self-assessment, placing it in the wider context of innovative teaching and learning practices.

Problem-based learning is a way of constructing and teaching courses using problems as the stimulus and focus for student activity. This edition looks at the topic in the light of changes since the first edition (1991). There are new chapters on the impact of PBL, and inquiry and action learning.

First Published in 1987. The assumption about the purpose of education, to which the authors of this book subscribe, is that it is to produce autonomous lifelong learners. This book is about a very important goal of education and how it can be translated into practice. It concerns ways in which teachers in higher education can enable students to become more autonomous in their learning; that is, assist students to learn more effectively without the constant presence or intervention of a te...

Every day we are confronted with problems and challenges which we address by drawing on our experience and by using this experience to find ways of learning what to do in new circumstances. Learning through experience is the normal, commonplace approach to learning and we take it for granted. Whilst much is known about teaching and being taught, far less attention has been given to learning in context - in particular, to learning outside the classroom. Yet this is in fact where most learni...

Postgraduate research has undergone unprecedented change in the past ten years, in response to major shifts in the role of the university and the disciplines in knowledge production and the management of intellectual work.New kinds of doctorates have been established that have expanded the scope and direction of doctoral education. A new audience of supervisors, academic managers and graduate school personnel is engaging in debates about the nature, purpose and future of doctoral e...

Work now invariably requires a continual focus on learning: to improve productivity, to enhance the flexibility of employees and to develop and transform organizations. This volume brings together leading experts from the United States, Britain, Australia and New Zealand to critically evaluate the current debates on workplace learning and to propose directions for future developments in both research and practice. Topics covered include:* expectations of learning at work into the t...

Assessment is a value-laden activity surrounded by debates about academic standards, preparing students for employment, measuring quality and providing incentives. There is substantial evidence that assessment, rather than teaching, has the major influence on students’ learning. It directs attention to what is important and acts as an incentive for study.This book revisits assessment in higher education, examining it from the point of view of what assessment does and can do and arg...

First Published in 1985. This is a volume of collected articles on reflection in learning, looking at the model, experience-based learning, development of learning skills, writing and the importance of the listener.

This book is an accessible entry point into the theory and practice of work reflection for students and practitioners. Taking a cross-disciplinary approach, it covers management, education, organizational psychology and sociology, drawing on examples from Europe, the Middle East, North America and Australia.It traces reflection at work from an emphasis on training, through a focus on how organizations learn, to a concern with the necessary learning groups to operate effectively. It...

Learning contracts have been a successful feature of many university/continuing education programmes over the last 20 years but many staff are still unfamiliar with them or have difficulty using them. This guide introduces the learning contract to those considering using them on their courses.

This book asks how we might conceptualise, design for and evaluate the impact of feedback in higher education. Ultimately, the purpose of feedback is to improve what students can do: therefore, effective feedback must have impact. Students need to be actively engaged in seeking, sense-making and acting upon any information provided to them in order to develop and improve. Feedback can thus be understood as not just the giving of information, but as a complex process integral to teaching an...

A key skill to be mastered by graduates today is the ability to assess the quality of their own work, and the work of others. This book demonstrates how the higher education system might move away from a culture of unhelpful grades and rigid marking schemes, to focus instead on forms of feedback and assessment that develop the critical skills of its students.Tracing the historical and sociocultural development of evaluative judgement, and bringing together evidence and practice des...